Fair(er) and (almost) serene committee meetings with Logical and Formal Concept Analysis

International audienceIn academia, many decisions are taken in committee, for example to hire people or to allocate resources. Genuine people often leave such meetings quite frustrated. Indeed, it is intrinsically hard to make multi-criteria decisions, selection criteria are hard to express and the global picture is too large for participants to embrace it fully. In this article, we describe a recruiting process where logical concept analysis and formal concept analysis are used to address the above problems. We do not pretend to totally eliminate the arbitrary side of the decision. We claim, however, that, thanks to concept analysis, genuine people have the possibility to 1) be fair with the candidates, 2) make a decision adapted to the circumstances, 3) smoothly express the rationales of decisions, 4) be consistent in their judgements during the whole meeting, 5) vote (or be arbitrary) only when all possibilities for consensus have been exhausted, and 6) make sure that the result, in general a total order, is consistent with the partial orders resulting from the multiple criteria

Building up Shared Knowledge with Logical Information Systems

International audienceLogical Information Systems (LIS) are based on Logical Concept Analysis, an extension of Formal Concept Analysis. This paper describes an application of LIS to support group decision. A case study gathered a research team. The objective was to decide on a set of potential conferences on which to send submissions. People individually used Abilis, a LIS web server, to preselect a set of conferences. Starting from 1041 call for papers, the individual participants preselected 63 conferences. They met and collectively used Abilis to select a shared set of 42 target conferences. The team could then sketch a publication planning. The case study provides evidence that LIS cover at least three of the collaboration patterns identified by Kolfschoten, de Vreede and Briggs. Abilis helped the team to build a more complete and relevant set of information (Generate/Gathering pattern); to build a shared understanding of the relevant information (Clarify/Building Shared Understanding); and to quickly reduce the number of target conferences (Reduce/Filtering pattern)

Schools That Work: What We Can Learn From Good Jewish Supplementary Schools

Based on a study of ten effective schools, examines the characteristics in leadership, teaching staff, curriculum, experiential programs, and educational offerings for families that contribute to effectiveness. Outlines challenges and recommendations

Spartan Daily, February 17, 1977

Volume 68, Issue 12https://scholarworks.sjsu.edu/spartandaily/6166/thumbnail.jp

Spartan Daily, February 17, 1977

Volume 68, Issue 12https://scholarworks.sjsu.edu/spartandaily/6166/thumbnail.jp

Servant first : a multicase study exploring servant leadership in community college instructional administrators

The purpose of this study was to explore the application of servant leadership principles to community college instructional administration. The study conducted was a multicase research design. The conceptual framework for the study was based on Greenleaf’s work in servant leadership as expressed in 10 characteristics of servant leaders defined by Spears: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. Three community college chief academic officers were selected through a nomination process. Chief academic officer participants were selected because they were identified by their presidents and peers as displaying characteristics that appeared to be consistent with servant leadership. The three chief academic officers participated in semi-structured, one-on-one interviews, observation, and document analysis. In addition, five or six direct reports of each chief academic officer participated in semi-structured, one-on-one interviews regarding their supervisor’s leadership. The major findings of the study affirmed that all three chief academic officers displayed all 10 characteristics of a servant leader identified by Spears, with three of those characteristics being identified more frequently than the others and one characteristic being identified less frequently than the others. The varied strengths were reflective of the chief academic officers’ diverse backgrounds, interests, and passions. Characteristics displayed by the three chief academic officers in addition to the 10 characteristics identified by Spears included honesty, courage, commitment to family, dedication, flexibility, and informality. The study also revealed that the direct reports attributed many positive experiences to their supervisor’s leadership philosophy and behaviors. One criticism was the amount of time consumed by the collaborative effort that is a hallmark of the three CAOs’ leadership. The study concluded that there are servant leaders who occupy positions as community college chief academic officers. It was further concluded that those who report to servant leaders who occupy positions as community college chief academic officers have very positive and satisfying work experiences that largely stem from their supervisor’s leadership style. The study concluded with recommendations for community college administrators, servant leaders, and future researchers

The Lumberjack, January 08, 1969

The student newspaper of Humboldt State University.https://digitalcommons.humboldt.edu/studentnewspaper/1746/thumbnail.jp