Towards an integrated perspective on fleet asset management: engineering and governance considerations

The traditional engineering perspective on asset management concentrates on the operational performance the assets. This perspective aims at managing assets through their life-cycle, from technical specification, to acquisition, operation including maintenance, and disposal. However, the engineering perspective often takes for granted organizational-level factors. For example, a focus on performance at the asset level may lead to ignore performance measures at the business unit level. The governance perspective on asset management usually concentrates on organizational factors, and measures performance in financial terms. In doing so, the governance perspective tends to ignore the engineering considerations required for optimal asset performance. These two perspectives often take each other for granted. However experience demonstrates that an exclusive focus on one or the other may lead to sub-optimal performance. For example, the two perspectives have different time frames: engineering considers the long term asset life-cycle whereas the organizational time frame is based on a yearly financial calendar. Asset fleets provide a relevant and important context to investigate the interaction between engineering and governance views on asset management as fleets have distributed system characteristics. In this project we investigate how engineering and governance perspectives can be reconciled and integrated to enable optimal asset and organizational performance in the context of asset fleets

Information Systems in University Learning

The authors of this article are going to bring into light the significance, the place and the role of information systems in the university education process. At the same time they define the objectives and the target group of the subject named Economic Information Systems and state the competence gained by students by studying this subject. Special attention is given to the curriculum to be taught to students and to a suggestive enumeration of a series of economic applications that can be themes for laboratory practice and for students’ dissertation (graduation thesis).Information System, Academic Partnership, Curriculum, General Competence, Specific Competence, Open Systems

Strengthening agricultural education and training in Sub-Saharan Africa from an innovation systems perspective: Case studies of Ethiopia and Mozambique

"This paper examines the role of postsecondary agricultural education and training (AET) in Sub-Saharan Africa in the context of the region's agricultural innovation systems. Specifically, the paper looks at how AET in Sub-Saharan Africa can contribute to agricultural development by strengthening innovative capabilities, or the ability to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents in the agricultural sector. Using AET in Ethiopia and Mozambique as case studies, the paper argues that while AET is conventionally viewed in terms of its role in building human and scientific capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt new applications of existing information, new products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the innovative capabilities of AET organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper draws on two main sources of information: the emerging literature on innovation systems in developing-country agriculture, and data gathered from secondary sources and semi-structured key informant interviews conducted in Ethiopia and Mozambique in late 2006. The paper offers several recommendations that can contribute to enhancing the effectiveness of AET's contribution to agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations by promoting new educational programs that are more strategically attuned to the different needs of society; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the formal AET system; and strengthening individual and organizational capacity by improving incentives to forge stronger linkages between AET and diverse user communities, knowledge sources, and private industry." - from authors' abstract.Agricultural education and training, Innovation systems, Sub-Saharan Africa, case studies, Small farmers, agricultural sector,

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education