The systemic implications of constructive alignment of higher education level learning outcomes and employer or professional body based competency frameworks

The past 50 years has seen the development of schemes in higher education, employment and professional work that either identify what people should know and/or what they should be able to do with what they have learned and experienced. Within higher education this is usually equated with the learning outcomes students are expected to achieve at the end of studying a course, module or qualification and increasingly the teaching, learning and assessment strategies of those courses, modules or qualifications are being designed to align with those learning outcomes. In employment, there has been the emergence of job and role specifications setting out the knowledge and skills required of incumbent and recruits alike. Where professional bodies confer (often statutorily recognised) status in employment sectors they also increasingly set out their expectations of members through competency frameworks. This paper explores the varied relationships between these three means of measuring knowledge and skills within people including the nature of the knowledge and skills being measured as well as the specificity of the knowledge and skills being measured, using the case study of environmental management in the UK. It then argues that there needs to be a more constructive alignment between these three forms of measurement, achieved through a dynamic conversation between all concerned, but also that such alignment needs both to recognise the importance of less tangible ‘systems thinking’ abilities alongside the more tangible ‘technical’ and ‘managerial’ abilities and that some abilities emerge from the trajectories of praxis and cannot readily be specified as an outcome in advance

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

A modified theoretical framework to assess implementation fidelity of adaptive public health interventions

Background: One of the major debates in implementation research turns around fidelity and adaptation. Fidelity is the degree to which an intervention is implemented as intended by its developers. It is meant to ensure that the intervention maintains its intended effects. Adaptation is the process of implementers or users bringing changes to the original design of an intervention. Depending on the nature of the modifications brought, adaptation could either be potentially positive or could carry the risk of threatening the theoretical basis of the intervention, resulting in a negative effect on expected outcomes. Adaptive interventions are those for which adaptation is allowed or even encouraged. Classical fidelity dimensions and conceptual frameworks do not address the issue of how to adapt an intervention while still maintaining its effectiveness. Discussion: We support the idea that fidelity and adaptation co-exist and that adaptations can impact either positively or negatively on the intervention's effectiveness. For adaptive interventions, research should answer the question how an adequate fidelity-adaptation balance can be reached. One way to address this issue is by looking systematically at the aspects of an intervention that are being adapted. We conducted fidelity research on the implementation of an empowerment strategy for dengue prevention in Cuba. In view of the adaptive nature of the strategy, we anticipated that the classical fidelity dimensions would be of limited use for assessing adaptations. The typology we used in the assessment-implemented, not-implemented, modified, or added components of the strategy-also had limitations. It did not allow us to answer the question which of the modifications introduced in the strategy contributed to or distracted from outcomes. We confronted our empirical research with existing literature on fidelity, and as a result, considered that the framework for implementation fidelity proposed by Carroll et al. in 2007 could potentially meet our concerns. We propose modifications to the framework to assess both fidelity and adaptation. Summary: The modified Carroll et al.'s framework we propose may permit a comprehensive assessment of the implementation fidelity-adaptation balance required when implementing adaptive interventions, but more empirical research is needed to validate it

Resilience in supplier management in energy industry

Abstract. Currently, there is variation and development need in Finnish companies how prepared and resilient they are against crisis and disruptions. In the energy industry, supply chain resilience (SCRes) is a critical part of strategic management due to its critical role in society and effect on competitiveness. Disruption effects to supply chain (SC) performance are minimized by proactive risk management and ensuring business continuity by different capabilities in buyer company and suppliers. Crisis and disruptions are not completely predictable or preventable and different capabilities ensure fast recovery from disruptions and crisis. The aim of this research is to define how SCRes can be managed and developed by supplier relationship management in the energy industry in Finland. The research consists of a literature review and empirical study implemented as qualitative research using a semi-structured interview. The research target is achieved by research questions defined below: RQ1: How can SCRes be defined in an energy industry context? RQ2: How to manage SCRes? RQ3: What capabilities are critical to be considered to ensure high SCRes in the energy industry in Finland? RQ4: How to improve SCRes in the energy industry in Finland? The key findings indicate that SCRes needs to be continuously assessed and improved by several intra-organizational and inter-organizational collaborative capabilities. Business Continuity Plan needs to be implemented proactively in collaboration with suppliers and other networks. SCRes is managed through the whole SC by systematic and proactive supplier relationship management (SRM). As the research is a wide interview study, the findings of this research can be utilized for other industrial fields by management and improvement of SCRes. It needs to be considered that the findings are subjective as done by one researcher.Alihankkijoiden resilienssiarviointi energiateollisuudessa. Tiivistelmä. Toimitusketjun resilienssi vaihtelee suomalaisissa yrityksissä ja siinä on kehitettävää sen mukaan, miten varautuneita ja kriisinkestäviä yritykset ovat. Energiateollisuudessa toimitusketjun resilienssi on kriittinen osa strategista johtamista yhteiskuntakriittisyyden ja kilpailukyvyn vaikutuksen vuoksi. Häiriöiden vaikutukset toimitusketjuun minimoidaan proaktiivisella riskienhallinnalla ja varmistamalla liiketoiminnan jatkuvuus erilaisilla kyvykkyyksillä. Kriisejä ja häiriöitä ei voida täysin ennustaa tai estää, joten erilaisia kyvykkyydet varmistavat nopean toipumisen kriiseistä. Tämän diplomityön tavoite oli selvittää, miten toimitusketjun resilienssiä voidaan johtaa ja kehittää toimittajasuhteiden hallinnan kautta energiateollisuudessa Suomessa. Tutkimus koostuu kirjallisuuskatsauksesta ja empiirisestä tutkimuksesta, joka on toteutettu laadullisena tutkimuksena puolistrukturoitujen haastatteluiden avulla. Tutkimuksen tavoitteet saavutetaan seuraavilla tutkimuskysymyksillä: TK1: Miten toimitusketjun resilienssi määritellään energiateollisuudessa? TK2: Miten toimitusketjun resilienssiä johdetaan? TK3: Mitkä tekijät ovat kriittisiä toimitusketjun korkean resilienssin varmistamisessa energiateollisuudessa Suomessa? TK4: Miten toimitusketjun resilienssiä voidaan kehittää energiateollisuudessa Suomessa? Keskeisimmät löydökset osoittavat, että toimitusketjun resilienssiä tulee parantaa jatkuvasti yritysten sisäisten kyvykkyyksien ja yritysten välisten, yhteistyöllä vahvistettavien kyvykkyyksien kautta. Liiketoiminnan jatkuvuussuunnitelma otetaan käyttöön proaktiivisesti yhteistyössä toimittajien ja muiden sidosryhmien kanssa. Toimitusketjun resilienssiä johdetaan koko toimitusketjun matkalla systemaattisen ja proaktiivisen toimittajahallinnan kautta. Koska kyseessä on laaja haastattelututkimus, löydöksiä voidaan soveltaa myös muille teollisuuden aloille toimitusketjun resilienssin johtamiseen ja kehittämiseen. On otettava huomioon, että löydökset ovat subjektiivisia yhden tutkijan tekemiä löydöksiä

Examining resilience and vulnerability as concepts conditional upon human values: a review

Whilst there has been progress in understanding the role that values play in determinations of vulnerability and resilience, I suggest some key points continue to be overlooked. I offer three propositions to describe how values underpin such concepts, summarised as ‘no fixed characterization’, ‘no fixed relationships’ and ‘no fixed trends’. These propositions are not new and have been made in other contexts. Based on a literature review of vulnerability and resilience in the global environmental change area, I elaborate on how these propositions are not adequately accommodated, in particular in relation to ideas of biophysical and social vulnerability, specified versus general resilience, and assignments of desired trend direction (increasing resilience or decreasing vulnerability). I conclude that irrespective of the concept label, characterisations and assessments of ecosystems and their attendant change are inescapably dependent on values.Environmental Economics and Policy,

Convex mixture regression for quantitative risk assessment

There is wide interest in studying how the distribution of a continuous response changes with a predictor. We are motivated by environmental applications in which the predictor is the dose of an exposure and the response is a health outcome. A main focus in these studies is inference on dose levels associated with a given increase in risk relative to a baseline. In addressing this goal, popular methods either dichotomize the continuous response or focus on modeling changes with the dose in the expectation of the outcome. Such choices may lead to information loss and provide inaccurate inference on dose-response relationships. We instead propose a Bayesian convex mixture regression model that allows the entire distribution of the health outcome to be unknown and changing with the dose. To balance flexibility and parsimony, we rely on a mixture model for the density at the extreme doses, and express the conditional density at each intermediate dose via a convex combination of these extremal densities. This representation generalizes classical dose-response models for quantitative outcomes, and provides a more parsimonious, but still powerful, formulation compared to nonparametric methods, thereby improving interpretability and efficiency in inference on risk functions. A Markov chain Monte Carlo algorithm for posterior inference is developed, and the benefits of our methods are outlined in simulations, along with a study on the impact of dde exposure on gestational age

Climate change adaptation and vulnerability assessment of water resources systems in developing countries: a generalized framework and a feasibility study in Bangladesh

Water is the primary medium through which climate change influences the Earth’s ecosystems and therefore people’s livelihoods and wellbeing. Besides climatic change, current demographic trends, economic development and related land use changes have direct impact on increasing demand for freshwater resources. Taken together, the net effect of these supply and demand changes is affecting the vulnerability of water resources. The concept of ‘vulnerability’ is not straightforward as there is no universally accepted approach for assessing vulnerability. In this study, we review the evolution of approaches to vulnerability assessment related to water resources. From the current practices, we identify research gaps, and approaches to overcome these gaps a generalized assessment framework is developed. A feasibility study is then presented in the context of the Lower Brahmaputra River Basin (LBRB). The results of the feasibility study identify the current main constraints (e.g., lack of institutional coordination) and opportunities (e.g., adaptation) of LBRB. The results of this study can be helpful for innovative research and management initiatives and the described framework can be widely used as a guideline for the vulnerability assessment of water resources systems, particularly in developing countries

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning