An agent-based fuzzy cognitive map approach to the strategic marketing planning for industrial firms

This is the post-print version of the final paper published in Industrial Marketing Management. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2013 Elsevier B.V.Industrial marketing planning is a typical example of an unstructured decision making problem due to the large number of variables to consider and the uncertainty imposed on those variables. Although abundant studies identified barriers and facilitators of effective industrial marketing planning in practice, the literature still lacks practical tools and methods that marketing managers can use for the task. This paper applies fuzzy cognitive maps (FCM) to industrial marketing planning. In particular, agent based inference method is proposed to overcome dynamic relationships, time lags, and reusability issues of FCM evaluation. MACOM simulator also is developed to help marketing managers conduct what-if scenarios to see the impacts of possible changes on the variables defined in an FCM that represents industrial marketing planning problem. The simulator is applied to an industrial marketing planning problem for a global software service company in South Korea. This study has practical implication as it supports marketing managers for industrial marketing planning that has large number of variables and their cause–effect relationships. It also contributes to FCM theory by providing an agent based method for the inference of FCM. Finally, MACOM also provides academics in the industrial marketing management discipline with a tool for developing and pre-verifying a conceptual model based on qualitative knowledge of marketing practitioners.Ministry of Education, Science and Technology (Korea

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

When Learning Counts: Rethinking Licenses for School Leaders

Recommends restructuring state licensing systems to focus on the skills and knowledge leaders need to improve learning, and better aligning licenses with the current job demands on principals

A list of websites and reading materials on strategy & complexity

The list has been developed based on a broad interpretation of the subject of ‘strategy & complexity’. Resources will therefore more, or less directly relate to ‘being strategic in the face of complexity’. Many of the articles and reports referred to in the attached bibliography can be accessed and downloaded from the internet. Most books can be found at amazon.com where you will often find a number of book reviews and summaries as well. Sometimes, reading the reviews will suffice and will give you the essence of the contents of the book after which you do not need to buy it. If the book looks interesting enough, buying options are easy

Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘

A Multimedia Interactive Environment Using Program Archetypes: Divide-and-Conquer

As networks and distributed systems that can exploit parallel computing become more widespread, the need for ways to teach parallel programming effectively grows as well. Even though many colleges and universities provide courses on parallel programming [1], most of those courses are reserved for graduate students and advanced undergraduates. There is a demand for ways to teach fundamental parallel programming concepts to people with just a working knowledge of programming. By using the idea of a software archetype, and providing a learning environment that teaches both concept and coding, we hope to satisfy this need. This paper presents an overview of the multimedia approach we took in teaching parallel programming and offers Divide-and-Conquer as an example of its use