2,404 research outputs found

    DEVELOPING COMPETENCE FOR INNOVATION IN KNOWLEDGE PRACTICE: an exploration of the sustainability science-policy interface

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    This thesis is motivated by institutional claims for a “new type of knowledge” in the sustainability science-policy interface. It thus explores the thinking and practice of experts in the field about professional competencies necessary to induce required innovations in their knowledge practice. The thesis proposes a novel conceptual framework, synthesising (1) five key features informing claimed innovations in knowledge practice of science-policy sustainability ‘boundary organisations’, (2) a set of ten differentiating individual competencies deemed critical to induce such type of innovations and (3) required approaches to effective development of such competencies. In doing so, this thesis suggests an operative framework to engage with a competence-based approach in response to the need for innovations in knowledge practice within boundary organisations. Under the conceptual framework above, the thesis engages in an empirical work exploring the thinking and praxis of experts in the field, around three key questions: (1) How do practitioners in the field perceive the need for and the pertinence of such type of innovations, (2) How do they relate to the notion of individual competence and the need for different types of competencies to induce innovations in their own knowledge practice and (3) How can professionals working in the science-policy interface most effectively learn and develop such new set of competences, given their specific organisational / institutional contexts? Methodologically, this thesis engaged a combined set of empirical research instruments, mostly including semi-structured interviews with professionals operating in the sustainability sciencepolicy interface, three focus-groups in The Netherlands, Portugal and the UK, with actors operating within the remit of sustainability boundary organizations, and participatory observation within the European Environment Agency. Outcomes of this research indicate that, while the need for a new type of knowledge is clearly acknowledged by practitioners in ‘boundary organisations’, notions associated with required innovations in knowledge practice – such as co-creation, systems thinking, transdisciplinarity, reflexivity and action-orientated knowledge – are still subject to ambiguity and controversy within the institutional context they operate. As practitioners struggle to engage the notion of individual competence in this debate, the type of competencies deemed critical to induce required innovations in their knowledge practice resonates with their own experience. Experts in boundary organisations identify though a lack of institutional frameworks to support their efforts to generate innovations in knowledge practice. While this research synthetises and presents existing examples of learning programmes and approaches to help develop such type of competencies, practitioners in the field manifest scepticism on the extent to which such learning approaches are feasible in their given institutional settings

    E-learning usage from a social constructivist learning approach: perspectives of Iraqi Kurdistan students in social studies classrooms

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    Background: Many schools in the Iraqi Kurdistan Region have incorporated information and communication technologies (ICT) into their environments. However, the results have shown that computer usage has had only a minimal effect on the classroom environment and learning outcomes. This minimal effect could be attributed to the teaching and learning of social studies subjects, which often rely on a traditional vision of teaching and an excessive inclusion of facts and dates in school textbooks. Consequently, students feel compelled to memorize all the information to pass tests. Yet, merely employing technology alongside traditional teaching and assessment approaches, such as lecturing or having students study in isolation without any form of collaborative learning, does not foster the development of students' higher-order thinking skills. It's time to revitalize school curricula and teaching practices to embrace a more contemporary, open-minded approach to social science education. This approach should incorporate a social constructivist perspective with technology to better instill international moral values such as democracy, respect for differences, and learning to live harmoniously with others. Aim: This cross-sectional study aims to investigate the impact of a social constructivist learning approach on the acceptance of technology and its influence on perceived e-learning outcomes among students in the Iraqi Kurdistan Region. Additionally, this study examines the differences in the effects of the social constructivist learning approach and dimensions of technology acceptance on perceived e-learning outcomes between students studying social studies in Arabic and those studying social studies in English. Setting and participants: Data were gathered from both public and private schools in Erbil governorate, situated in northern Iraq and affiliated with the Ministry of Education-Iraqi Kurdistan Regional Government. To select participants, a random sampling technique was employed, encompassing students in grades 8 through 12 of both genders. The data were obtained through a self-administered paper-based questionnaire. Instruments: Data were collected using a social constructivist learning environment survey (personal relevance, critical voice, shared control, uncertainty, student negotiation), dimensions of the attitude toward technology (attitude toward technology use, perceived usefulness, feeling ease of use, learning facility condition, and subjective norms), some additional external variables (investigation, respect for difference, student economic ability, and perceived e-learning outcomes), and socio-demographic data. Conclusion: This study is intended to emphasize the significance of employing constructivist pedagogy to enhance the technology acceptance model and improve learning outcomes. The findings of the study showed that a social constructivist learning environment had a favorable influence on perceived e-learning outcomes as well as ease of use, perceived usefulness, investigation, and respect for difference. Attitude towards technology use and perceived usefulness are contributory factors to the positive perceived e-learning outcomes. Furthermore, feeling ease of use technology has a positive effect on both attitude towards technology use and perceived usefulness. Perceived usefulness also has a direct positive impact on attitudes towards technology use. Finally, students’ technological experience is positively correlated with feeling ease of use but not with perceived usefulness. Additionally, regarding the comparison between students studying social studies in Arabic and those in English, the findings demonstrated that students studying social studies in English showed stronger positive effects from the social constructivist learning environment on their perceived e-learning outcomes. Conversely, students studying social studies in Arabic demonstrated a more potent positive effect of perceived usefulness on their attitudes towards technology. Moreover, the positive impact of an attitude towards technology use on perceived e-learning outcomes was more pronounced among the Arabic students compared to their English counterparts. Additionally, the influence of the learning facility on the perceived ease of use, as well as the perceived usefulness of technology, differed between the two groups. The English group experienced a more substantial positive impact. However, there was no significant difference observed in the effect of feeling ease of use on attitudes towards technology use between the English and Arabic student groups. Furthermore, no significant difference was observed in the effect of perceived usefulness on the social constructivist learning environment for either group. The findings from this research are expected to contribute to the development of effective and efficient counseling and support intervention programs. These programs can play a crucial role in transforming teachers

    The Hacking Innovative Pedagogies (HIP) framework::- Rewilding the digital learning ecology

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    The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up approach that gives space for individual teacher’s agency while also ensuring a collective teaching culture. The framework emphasizes how pedagogical approaches can address the different needs that HE teachers and student communities have that reflect disciplines cultures and/or the diversity of learners. Only a framework mindful of heterogeneity will be able to address questions of justice and fair access to education. Likewise, in the spirit of rewilding, the framework should not be considered a static “one size fits all” solution. We aim for an organic and dynamic framework that may be used to pause and reflect to then turn back to one’s own teaching community to consider (learn from, listen to and respond to the teaching and learning of different communities). Therefore we plan that this framework will be a living document throughout the HIP-project’s lifetime

    Essays on Manufacturers’ IT Capabilities for Digital Servitization

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    Over the last decades, studies have found that transformational drivers affect how firms innovate their business models (Chesbrough, 2010; Massa et al., 2016). In markets in which physical products become commodities, the servitization of business models is a transformational driver for firms (Wise & Baumgartner, 1999). For its part, digitalization increases the potential to reshape business models through novel use cases of technology (Yoo et al., 2010). Recently, digitalization was found to extend the opportunities from servitization through digital technologies as digital servitization (Paschou et al., 2020). Digital servitization describes a firm’s shift from product-centric offerings to service-centric offerings with the help of novel IT assets (Naik et al., 2020). The manufacturing industry provides promising examples of firms with portfolios of physical offerings that might undergo such a transformational shift (Baines et al., 2017). So far, digital servitization research focuses primarily on four topics: re-defining the notion of servitization in the context of digitalization, identifying digital servitization value drivers, linking the transformation to specific technologies, and deriving how novel service offerings arise (Paschou et al., 2020; Zhou & Song, 2021). Despite the breadth of digital servitization research, how firms can shift to service-centric offerings remains unclear (KohtamĂ€ki et al., 2019). Specifically, research lacks studies on the prerequisites and mechanisms that link theory with evidence on achieving IT-enabled service innovation (Paschou et al., 2020). Further, how firms must organize to build and operate IT-enabled services around these technologies remains unclear (Paschou et al., 2020). In a recent report on the manufacturing industry, practitioners confirm these gaps and associate them with a lack of managerial and technical knowledge (Illner et al., 2020). A theoretical lens that helps to address these shortcomings is the knowledge-based theory. It suggests that knowledge is the primary rationale, so that a firm benefits from its assets (Grant, 1996b; Nonaka, 1994). The knowledge-based theory understands a capability as a directed application of knowledge in a firm’s activities (Grant, 1996b; Nonaka, 1994). In the context of digitalization, firms require IT capabilities based on knowledge of how to capitalize on IT assets (Lee et al., 2015). Digital servitization research finds that IT capabilities are critical for identifying, adapting, and exploiting IT-enabled service innovations (Johansson et al., 2019). Still, little extant research informs firms that undergo digital servitization about which IT capabilities can help to strengthen their competitive advantage (Coreynen et al., 2017). Even though IT capabilities may be necessary for success in innovating IT-enabled services, the required knowledge needs to be disseminated effectively throughout an organization (Foss et al., 2014; Grant, 1996a; Nonaka, 1994). The organizational control theory offers a theoretical perspective about knowledge dissemination mechanisms, which can be horizontal or vertical (Ouchi, 1979). Horizontal knowledge dissemination mechanisms depend on codifying processes in rules or measuring process outputs through indicators, while the locus of exerting these rules and indicators determines the vertical knowledge dissemination. The IT innovation and IT governance literature refers to these knowledge dissemination mechanisms as formalization of IT activities and centralization of IT decision-making (Weill, 2004; Winkler & Brown, 2013; Zmud, 1982). However, how to orchestrate knowledge, particularly for IT capabilities, in firms that undergo digital servitization is not yet clear (KohtamĂ€ki et al., 2019; MĂŒnch et al., 2022; Sjödin et al., 2020). Against this background, this dissertation addresses how manufacturers organize their IT capabilities while encountering the transformational drivers of digital servitization by answering the following overarching research question: How can manufacturers organize their IT capabilities to capitalize on digital servitization? (References to be found in the full text):List of abbreviations in synopsis............................................................................................................V Part I: Synopsis of the dissertation..........................................................................................................11 Motivation.......................................................................................................................................12 Research design...............................................................................................................................22. 1Conceptual approach and research objectives....................................................................22. 2Research methodologies and methods................................................................................4 3Structure of the dissertation.............................................................................................................5 3.1Systematization of the papers.............................................................................................5 3.2Paper1: Revisiting the concept of IT capabilities in the era of digitalization....................7 3.3Paper2: Short and sweet –Multiple mini case studies as a form of rigorous case studyresearch...............................................................................................................................9 3.4Paper3: Linking IT capabilities and competitive advantage of servitized business models..........................................................................................................................................11 3.5Paper4: From selling machinery to hybrid offerings –Organizational impact of digitalservitization on manufacturing firms................................................................................11 3.6Paper5: Manufacturers’ IT-enabled service innovation success as a multifacetedphenomenon: A configurational study..............................................................................13 3.7Paper6: The missing piece –Calibration of qualitative data for qualitative comparativeanalyses in IS research......................................................................................................14 3.8Paper7: Prerequisites and causal recipes for manufacturers’ success in innovating ITenabled services................................................................................................................16 4Conclusion.....................................................................................................................................19 4.1Resultssummary...............................................................................................................19 4.2Contributions....................................................................................................................20 4.2.1Theoretical contributions......................................................................................20 4.2.2Methodological contribution................................................................................21 4.2.3Practical contribution............................................................................................21 4.3Limitations and future research........................................................................................22 5References.....................................................................................................................................24 Part II: Papers of the dissertation...........................................................................................................29 Paper1: Revisiting the concept of IT capabilities in the era of digitalization.......................................30 Paper2: Short and sweet –Multiple mini case studies as a form of rigorous case study research.......41 Paper3: Linking IT capabilities and competitive advantage of servitized business model..................64 Paper4: From selling machinery to hybrid offerings –Organizational impact of digital servitization on manufacturing firms......................................................................................................................80 Paper5: Manufacturers’ IT-enabled service innovation success as a multifaceted phenomenon: A configurational study...................................................................................................................108 Paper6: The missing piece –Calibration of qualitative data for qualitative comparative analyses in IS research........................................................................................................................................119 Paper7: Prerequisites and causal recipes for manufacturers’ success in innovating IT-enabled services.....................................................................................................................................................136 Overview of the digital appendix on CD.............................................................................................17

    Hybrid human-AI driven open personalized education

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    Attaining those skills that match labor market demand is getting increasingly complicated as prerequisite knowledge, skills, and abilities are evolving dynamically through an uncontrollable and seemingly unpredictable process. Furthermore, people's interests in gaining knowledge pertaining to their personal life (e.g., hobbies and life-hacks) are also increasing dramatically in recent decades. In this situation, anticipating and addressing the learning needs are fundamental challenges to twenty-first century education. The need for such technologies has escalated due to the COVID-19 pandemic, where online education became a key player in all types of training programs. The burgeoning availability of data, not only on the demand side but also on the supply side (in the form of open/free educational resources) coupled with smart technologies, may provide a fertile ground for addressing this challenge. Therefore, this thesis aims to contribute to the literature about the utilization of (open and free-online) educational resources toward goal-driven personalized informal learning, by developing a novel Human-AI based system, called eDoer. In this thesis, we discuss all the new knowledge that was created in order to complete the system development, which includes 1) prototype development and qualitative user validation, 2) decomposing the preliminary requirements into meaningful components, 3) implementation and validation of each component, and 4) a final requirement analysis followed by combining the implemented components in order develop and validate the planned system (eDoer). All in all, our proposed system 1) derives the skill requirements for a wide range of occupations (as skills and jobs are typical goals in informal learning) through an analysis of online job vacancy announcements, 2) decomposes skills into learning topics, 3) collects a variety of open/free online educational resources that address those topics, 4) checks the quality of those resources and topic relevance using our developed intelligent prediction models, 5) helps learners to set their learning goals, 6) recommends personalized learning pathways and learning content based on individual learning goals, and 7) provides assessment services for learners to monitor their progress towards their desired learning objectives. Accordingly, we created a learning dashboard focusing on three Data Science related jobs and conducted an initial validation of eDoer through a randomized experiment. Controlling for the effects of prior knowledge as assessed by the pretest, the randomized experiment provided tentative support for the hypothesis that learners who engaged with personal eDoer recommendations attain higher scores on the posttest than those who did not. The hypothesis that learners who received personalized content in terms of format, length, level of detail, and content type, would achieve higher scores than those receiving non-personalized content was not supported as a statistically significant result

    Towards a Digital Capability Maturity Framework for Tertiary Institutions

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    Background: The Digital Capability (DC) of an Institution is the extent to which the institution's culture, policies, and infrastructure enable and support digital practices (Killen et al., 2017), and maturity is the continuous improvement of those capabilities. As technology continues to evolve, it is likely to give rise to constant changes in teaching and learning, potentially disrupting Tertiary Education Institutions (TEIs) and making existing organisational models less effective. An institution’s ability to adapt to continuously changing technology depends on the change in culture and leadership decisions within the individual institutions. Change without structure leads to inefficiencies, evident across the Nigerian TEI landscape. These inefficiencies can be attributed mainly to a lack of clarity and agreement on a development structure. Objectives: This research aims to design a structure with a pathway to maturity, to support the continuous improvement of DC in TEIs in Nigeria and consequently improve the success of digital education programmes. Methods: I started by conducting a Systematic Literature Review (SLR) investigating the body of knowledge on DC, its composition, the relationship between its elements and their respective impact on the Maturity of TEIs. Findings from the review led me to investigate further the key roles instrumental in developing Digital Capability Maturity in Tertiary Institutions (DCMiTI). The results of these investigations formed the initial ideas and constructs upon which the proposed structure was built. I then explored a combination of quantitative and qualitative methods to substantiate the initial constructs and gain a deeper understanding of the relationships between elements/sub-elements. Next, I used triangulation as a vehicle to expand the validity of the findings by replicating the methods in a case study of TEIs in Nigeria. Finally, after using the validated constructs and knowledge base to propose a structure based on CMMI concepts, I conducted an expert panel workshop to test the model’s validity. Results: I consolidated the body of knowledge from the SLR into a universal classification of 10 elements, each comprising sub-elements. I also went on to propose a classification for DCMiTI. The elements/sub-elements in the classification indicate the success factors for digital maturity, which were also found to positively impact the ability to design, deploy and sustain digital education. These findings were confirmed in a UK University and triangulated in a case study of Northwest Nigeria. The case study confirmed the literature findings on the status of DCMiTI in Nigeria and provided sufficient evidence to suggest that a maturity structure would be a well-suited solution to supporting DCM in the region. I thus scoped, designed, and populated a domain-specific framework for DCMiTI, configured to support the educational landscape in Northwest Nigeria. Conclusion: The proposed DCMiTI framework enables TEIs to assess their maturity level across the various capability elements and reports on DCM as a whole. It provides guidance on the criteria that must be satisfied to achieve higher levels of digital maturity. The framework received expert validation, as domain experts agreed that the proposed Framework was well applicable to developing DCMiTI and would be a valuable tool to support TEIs in delivering successful digital education. Recommendations were made to engage in further iterations of testing by deploying the proposed framework for use in TEI to confirm the extent of its generalisability and acceptability

    Social interaction in an online cross-disciplinary research conference

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    This research study investigated the social interaction in an online cross-disciplinary research conference. The research study followed an online conference of researchers from disciplines of social sciences, law, and humanities. The online conference was initiated by the National Research Foundation (NRF) and was hosted by Centre for Educational Technology (CET) at University of Cape Town (UCT). The main aim of the research study is to identify social interaction enablers and inhibitors in an online cross-disciplinary conference. The Internet is being used for numerous purposes, such as extending one's social networks, participating in online communities, finding a marriage partner, learning, and developing successful business relationships. An online conference uses the Internet for social networking. The study followed an interpretive research approach and combined critical discourse analysis (CDA) and the social presence indicators template (SPIT) as its analytical framework. The focus of the study was on the analysis and interpretation of the online conference text messages (artefacts) to identify enablers and inhibitors of social interaction. The social interaction enablers identified in the study included sharing and seeking of information, social presence, time and geographical confidence and flexibility, facilitation, prescribed/relevant topics and increased confidence and reduced evaluation anxiety. Inhibitors of social interaction were lack of community, prescribed topics, minimal activities, lack of non-verbal and social cues and clarity of topics. The social interaction enablers that were not identified in the literature were prescribed/relevant topics and collaboration and lobbying. Lack of community, clarity of topics, prescribed topics and minimal activities were identified as inhibitors of social interaction in the study but were not identified in the literature. In addition, the research found that some social interaction enablers were also found to be inhibitors. A revelation in the research study was that prescribed topics both enabled and inhibited social interaction. While some participants contributed towards these topics, others did not. Although the study focused predominantly on a cross-disciplinary research conference the findings reported in this study could have useful applications on online social interaction in general. The study has found out that an online conference arguably has merits over a face-to-face conference, but these benefits can only be optimised when social interaction is deliberately fostered through convergence of the online conference tool, facilitation, and topic design

    A Phenomenological Study of Teachers\u27 Experiences with Educational Gamification and its Impact on Student Engagement in the Middle School Math and Science Classroom

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    The purpose of this phenomenological study was to understand digital gamification and its effect on student engagement based on the lived experiences of middle school math and science teachers in rural schools in the southeast region of the United States. Nick Pelling’s gamification theory guided the study herein. Gamification theory served as a tool to alter learner engagement which impacted instruction and learning. I used a criterion-based purposeful selection of 10 middle school math and science teachers with gamification experience. Participating teachers had three or more years of teaching experience and taught in regional rural schools. The hermeneutical phenomenological study resulted in the themes of gamification elements on student engagement, planning gamification lessons, and obstacles to gamification. The lived experiences of middle school math and science teachers positively addressed the gap in the correlation between gamification and enhancing student engagement
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