Analytics and complexity: learning and leading for the future

There is growing interest in the application of learning analytics to manage, inform and improve learning and teaching within higher education. In particular, learning analytics is seen as enabling data-driven decision making as universities are seeking to respond a range of significant challenges that are reshaping the higher education landscape. Experience over four years with a project exploring the use of learning analytics to improve learning and teaching at a particular university has, however, revealed a much more complex reality that potentially limits the value of some analytics-based strategies. This paper uses this experience with over 80,000 students across three learning management systems, combined with literature from complex adaptive systems and learning analytics to identify the source and nature of these limitations along with a suggested path forward

Designing and evaluating complex interventions to improve health care

Complex interventions are “built up from a number of components, which may act both independently and interdependently.”1 2 Many health service activities should be considered as complex. Evaluating complex interventions can pose a considerable challenge and requires a substantial investment of time. Unless the trials illuminate processes and mechanisms they often fail to provide useful information. If the result is negative, we are left wondering whether the intervention is inherently ineffective (either because the intervention was inadequately developed or because all similar interventions are ineffective), whether it was inadequately applied or applied in an inappropriate context, or whether the trial used an inappropriate design, comparison groups or outcomes. If there is a positive effect, it can be hard to judge how the results of the trial might be applied to a different context (box 1)

The Role of Corporate HR Functions In Multinational Corporations: The Interplay Between Corporate, Regional/National And Plant Level

The HR literature has been abundant in providing typologies of the roles of HR professionals in their organisation. These typologies are largely related to the changing nature of HRM over time, and the context in which empirical work was carried out. In this paper we focus on the context of the increasing internationalisation of firms and how this has an effect upon modern-day typologies of HR roles. We explore these roles by focusing on the way in which HRM practices come about. Especially in a MNC setting of increasing internationalisation of firms the issues of coordination, shared learning and standardisation versus leeway for adapting to the local context (customisation) are prominent. These issues present themselves both at the corporate and regional level and at the national and local (plant) level. On all these levels HR practitioners are active and find themselves amidst the interplay of both (de-)centralisation and standardisation versus customisation processes. This paper thus explores the way in which HR practices come into being and how they are implemented and coordinated. These insights help us understand further the roles of international corporate HR functions that are being identified. Our data is based on 65 interviews, which were held (as part of larger study of HR-function excellence) with HR managers, line managers and senior executives of six multinational companies in eight countries from September to December 2004. This data reveals new classifications of processes by which HR activities are developed, implemented and coordinated, both in terms of who is involved and how these processes are carried out

Effective use of communication and information technology: Bridging the skills gap

There is a revolutionary culture change taking place within higher education in the United Kingdom. Part of this change is the adoption of new communication and information technologies (C&IT), such as the World Wide Web (WWW), for teaching, learning and assessment. Many academics have limited experience of the WWW for teaching and learning and perceive that the use of new technologies involves transferring traditional teaching methods into an electronic format, with no regard for the underlying pedagogical implications. Our current research with teaching staff has given insight into essential skills and competencies required to empower the use of C&IT bearing in mind the importance of the underlying pedagogy. In this paper we present an analysis of research carried out with academic staff members to determine the nature of staff and student skills needs regarding the use of C&IT in teaching and learning. This analysis is followed by a case study of how these findings were incorporated into the development and implementation of a staff development programme aimed at encouraging innovative teaching at the University of Strathclyde