Applying Graph Theory to Examine the Dynamics of Student Discussions in Small-Group Learning.

Group work in science, technology, engineering, and mathematics courses is an effective means of improving student outcomes, and many different factors can influence the dynamics of student discussions and, ultimately, the success of collaboration. The substance and dynamics of group discussions are commonly examined using qualitative methods such as discourse analysis. To complement existing work in the literature, we developed a quantitative methodology that uses graph theory to map the progression of talk-turns of discussions within a group. We observed groups of students working with peer facilitators to solve problems in biological sciences, with three iterations of data collection and two major refinements of graph theory calculations. Results include general behaviors based on the turns in which different individuals talk and graph theory parameters to quantify group characteristics. To demonstrate the potential utility of the methodology, we present case studies with distinct patterns: a centralized group in which the peer facilitator behaves like an authority figure, a decentralized group in which most students talk their fair share of turns, and a larger group with subgroups that have implications for equity, diversity, and inclusion. Together, these results demonstrate that our adaptation of graph theory is a viable quantitative methodology to examine group discussions

The use of social networks sites (SNSs) among university students: how far do they learn

The study investigated the pedagogical affordances of SNS and its relationship on student engagement. A sample of 300 students responded to this quantitative research using a self constructed questionnaire. The hypothesized model has been tested to determine the relationships between pedagogical affordances and student engagement. This model underpins the theory of constructivist of interactions that promote learning; connectivity and collaboration through Web 2.0 technology. Using Multiple Regression Analysis, the model is able to explain the significant relationships of connectivity, assessment and feedback and collaboration in predicting student engagement when learning via SNS. The implications of the study are discussed based on theory, practical importance and methodology of research

E-Learners’ Challenges and Coping Strategies in Interactive and Collaborative e-Learning in Kenya

Some universities in Kenya have taken up e-learning to flexibly deliver learning and bridge the educational access gap. Despite the benefits that e-learning offers to the e-learners, there are challenges that they must cope with. The aim of this paper is to present the challenges that emerged from a research that was undertaken in two Institutions of Higher Learning (IHLs). It also presents the coping strategies that e-learners used to overcome the challenges. The research used the constructivist version of Grounded Theory (GT) methodology. It used in-depth interviews and participant observations to gather data from the e-learners, e-tutors, e-learning managers and e-learning platforms. Therefore, the research yielded qualitative data which was analyzed using Atlas.ti software. Data was analyzed thematically to establish the patterns of challenges and the equivalent coping strategies. The results are presented using the Gioia technique and the discussion used the vignettes technique from participants in order to preserve their voice. The challenges that emerged relate to: e-content, coursework, internet access, e-learning technology, Information and Communication Technology (ICT) skills and training, interaction and collaboration, personal issues, teaching of Science, Technology, Engineering and Mathematics (STEM) courses and the tutorials. Recommendations on how to tackle these challenges have also been suggested. An understanding of these challenges is important to the e-learning players so that they can adopt interventions to mitigate them and hence improve interaction and collaboration. The results presented in this paper are part of the larger research whose main objective was to develop an e-learning theory for interaction and collaboration

Industrial Firm Technology Transfer: The role of marketing

Reliance on marketing concepts and frameworks that are out of step with practice in a new economy environment presents a particular problem for industrial marketers intent on extracting revenue from firm technology transfer effort, and is a challenge for marketing scholars seeking to bridge the gap between theory and practice. Using an interpretive methodology and the case study method, the study addresses the question what are the roles that marketing plays in industrial firm technology transfer effort by comparing and contrasting concepts and themes occurring in marketing and technology management theory with empirical data collected from four large scale industrial firms owned by the New Zealand Government. Interpretive analysis of marketing phenomena within and across the Case firms show that meta-patterns exist across marketing theory and the empirical data, and are also reflected in marketing practice. These meta-patterns reveal a role for marketing in firm technology transfer through deployment of resources that promote inter-firm and intra-firm relationships, collaboration, and cooperation, and the development of firm technological knowledge. The analysis facilitated development of a unique conceptual framework for industrial marketing that accommodates the meta-patterns identified in the study. The conceptual framework is significant because, in addition to providing a guide for industrial marketing practice, it challenges the efficacy of the traditional (4Ps) theory of marketing, which at its core relies on concepts that are not reflected in the study’s empirical findings, contemporary marketing theory, and contemporary marketing practice

Measurement for supply chain collaboration and supply chain performance of manufacturing companies

Supply chain management (SCM) has changed from a strategically decoupled to strategically coupled area of research, as such partners have to improve relationships with one another. Although success of a supply chain (SC) depends on the integration of people, technology, and information, collaboration remains critical to these capabilities and processes. Thus, the aim of this study is to model and measure the relationship between the trust-intertwined SC collaborative process and supply chain performance (SCP) of manufacturing companies. This study followed a post-positivism epistemology based on a crosssectional survey. Previous measurements of SC collaborative process were investigated, integrated, and tested among 286 top managers of manufacturing companies. These companies are members of the Manufacturers’ Association of Nigeria (MAN). Questionnaires were distributed through face-to-face methodology with aid from trained research assistants. Cluster and stratified random sampling were used to select the respondents. SPSS was used during the exploratory factor analysis while covariance structural equation modeling was used to confirm the study’s measurement and structural models. Both models had satisfied recommended threshold values. This study found a significant and statistical relationship between supply chain collaboration (SCC) and SCP. The data and findings of this study fit the social exchange theory (SET). Thus, this study has implications for theory testing in SCC as well as guidance on ways to pursue collaboration by managers of manufacturing companies

Governing inter-organisational R&D supplier collaborations:a study at Jaguar Land Rover

This article discusses the importance of collaboration with suppliers and partners during research and development (R&D) technology projects. It details how this can be accomplished using the collaborative enterprise governance (CEG) concept to manage a technology project. CEG is based on the premise that parts of companies work with parts of other companies, which are reconfigured on dynamic bases according to a variety of different internal and external factors. This article presents an overview of the founding literature, the CEG and its methodology, and examples based at Jaguar Land Rover in the UK. CEG has been used here to explain why some technology projects have succeeded while others have done less well. This article concludes by offering new propositions, inducted through grounded theory, relating to the successful management of R&D projects, which should be picked up by future research studies in the area

Developing Interoperable Collaboration Services to Sustain Activities of Communities of Practice

Communities of Practice (CoPs) have attracted the interest of professionals and researchers as successful environments for enhancing, developing and improving practices through collaboration between their members. More and more, CoPs are choosing virtual environments and services to support their activities. However, recent research has underlined the lack of adequate scaffolding in terms of technical support and appropriate use of technology for communication and collaboration. The paper argues in favour of a collaborative design methodology for the development of services based on new technologies, open-source or open-source minded . Producing interoperable, evolutionary, flexible and truly collaborative services appears of major interest to sustain activities of distributed CoPs. The paper uses as a case study the description of collaboratively designed services addressing the needs of distributed CoPs within the European Project PALETTE. The example of PALETTE shows that in complex project situations, collaborative design sustained by Actor-Network Theory is a helpful framework to reach the goals of the project

Exploring 21st Century Learning in Virginia Secondary School Technology and Engineering Classrooms: A Hermeneutic Phenomenological Study

The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the Standards for Technological and Engineering Literacy (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb’s experiential learning theory, which integrates nine learning theories into an innovative cyclical learning process that is like the engineering design loop. This hermeneutic phenomenology included 15 Virginia technology and engineering schoolteachers (Grades 6-12) who purposefully taught multiple academic disciplines and utilized the eight practices of the STEL in the context of their curriculum to foster 21st-century learning. Data collection included individual interviews, journal prompts, and physical artifacts (lesson plans, assessment tools, etc.). Data were entered into the Delve data analysis software and were analyzed using Van Manen’s hermeneutic phenomenological theory for common themes regarding the fostering and assessment of 21st-century literacy. The themes extracted from the data included measuring 21st-century learning, developing 21st-century curriculum, and the eight practices of technology and engineering educators: creativity, collaboration, communication, critical thinking, optimism, attention to ethics, systems thinking, and making and doing. The findings indicated that integrative STEM methodology, multidisciplinary instruction, and the eight practices of the STEL fostered 21st-century learning. This study’s significance was to add to the available literature on integrative STEM education and the STEL fostering 21st-century learning

SYSTEMATIC PROBLEM FORMULATION IN ACTION DESIGN RESEARCH: THE CASE OF SMART CITIES

The research project presented in this paper is being conducted in collaboration with Dublin City Council and Intel Corporation, and is focused on the development of a Smart City maturity model. This paper focuses on the research methodology that is being used for this study, i.e. Action Design Research (Sein et al. 2011). Particularly, we will describe why this recently proposed methodology is suitable for our research, in comparison with Design Science Research (March and Smith, 1995; Hevner et al. 2004) and Action Research (Baburoglu and Ravn, 1992). Furthermore, we will focus on the problem formulation stage to systematically investigate the topic. A systematic literature review based on the 8-steps method proposed in (Okoli et al. 2010) is presented to explore the factors required to evaluate the environmental and socioeconomic sustainability impact of Information and Communication Technology (ICT) solutions at a city level. Furthermore, Grounded Theory principles were adopted to structure the Smart City ecosystem, and identify the areas in which ICT-enabled services have an impact on the city´s social, environmental, and economical performances. \ Keywords: Action Design Research, Smart Cities, Systematic Literature Review, Grounded Theory

Does Partnering Pay Off? - Stock Market Reactions to Inter-Firm Collaboration Announcements in Germany

The dramatic increase in interorganizational partnering in the last two decades raises questions for scholars and managers regarding the value impact of inter-firm collaborations. Using event study methodology, this paper tests whether stock market reactions differ when a collaboration formation or termination is announced. In addition, the study provides an in-depth analysis of potential determinants of stock market reactions to collaboration formation announcements. The sample consists of 1037 announcements in German stock markets from 1997 to 2002. The results show that an unexpected termination announcement decreases firm valuation, and a formation announcement increases firm valuation. Further, certain collaborations are more favorable than others, depending on firm industry, age, size, collaboration constellations, and equity versus non-equity investment in partner firm. The results open avenues for further research on partnering strategies