Investigation into the use of learning agreements to enhance stakeholder engagement and promote self-efficacy in computing education.

We examine controversial issues surrounding the locus of control in the implementation of learning agreements, plans or contracts, in the context of the U.K. university-level Graduate Apprenticeship scheme. We begin by giving an account of the stakeholders and their positions as well as their motivating principles as they strive to maintain their respective loci of control with regard to the negotiation of the learning agreement. We then describe the idiomatic challenges to implementation of a learning agreement and subsequent plan in work-based learning environments with a range of employers from different sectors. An investigation into the manner in which learning agreement tenets are changed due to competing pressures on the various stakeholders leads to a discussion of challenges to successful prioritisation of the learning plan that occur as a result of mutually exclusive requirement sets. We discuss the challenges that may present themselves in which the requirements of one set of stakeholders appear to conflict with others and the questions that are raised as those involved seek to ensure suitable standards of academic quality in difficult cases. Finally, we discuss whether learning agreements are the most appropriate operational instruments for maintaining standards in these circumstances

2017-18 VCU Faculty Handbook

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An Empirical Investigation Of Information Technology Mediated Customer Services In China

Information technology mediated customer service is a reality of the 21st century. More and more companies have moved their customer services from in store and in person to online through computer or mobile devices. Using 208 respondents collected from two Chinese universities, this paper investigates customer preference over two service delivery model (either in store or online) on five type of purchasing (retail, eating-out, banking, travel and entertainment) and their perception difference in customer service quality between those two delivery model. Results show that a majority of Chinese students prefer in store and in person for eating out. For ordering tickets for travel and entertainment, they prefer computer/mobile device. For retail purchasing and banking, less than half of the students prefer in person services. In general, the results show that ordering through computer/mobile devices has become more popular in China and has received higher rating for most of customer service quality except security compared to ordering in store. In addition, it is found that there exist a gender difference in purchasing preference and perception in service delivery quality in China

Enhancing the EdTech Ecosystem in a British Columbia School District

Technology has brought significant opportunities to education, but they are largely being lost. In many cases, spending on educational technology (EdTech) has not resulted in improved student outcomes. This Organizational Improvement Plan (OIP) addresses the problem of practice (PoP) of a lack of a framework and supports for K-12 teachers to effectively utilize EdTech in classrooms in the Canadian province of British Columbia (BC). Using a BC school district as a case study, I propose strategies for how leaders can craft and implement a change plan to enhance an EdTech ecosystem that best supports teachers and learners. Establishing a framework for effective use of EdTech in schools is complex and multifaceted. Investments in technology must support best pedagogical practices, and leaders must create conditions that boost teachers’ Technological, Pedagogical and Content Knowledge (TPACK; Mishra & Koehler, 2006). Leaders must adapt to shifting power dynamics in which teachers have new roles as emergent leaders. Optimizing the impact of EdTech in education requires a confluence of three key factors: technology, pedagogy, and excellent leadership. The change process must be iterative, ongoing, stakeholder-driven, and system-wide. This OIP blends Appreciative Inquiry (Cooperrider, 1986) principles with servant leadership (Greenleaf, 1970) and incorporates the district’s existing approaches into a hybrid transformational leadership model. I explore a three-pronged solution of EdTech capacity building for teachers, an EdTech vetting system, and a supportive leadership framework. This aims to raise TPACK, optimize EdTech usage, support wise pedagogy, and improve student outcomes

AN EXAMINATION OF DATA MANAGEMENT SYSTEMS AND UTILIZATION-FOCUSED PARTICIPATORY EVALUATION

Evaluations benefit immensely from technological innovations. Yet there is a lack of clear models and examples of how to apply and use technology to enable evaluation. This thwarts evaluators’ ability to use, build capacity, and engage intended users and stakeholders. The purpose of this study was to examine the role of technology in utilization-focused participatory evaluation practice. To examine a multi-year evaluation that incorporated various types of technologies in order to increase participation, build evaluation capacity, and facilitate use among stakeholders, I analyzed a purposeful sample of administrative records, archived documents, and surveys data. The data were obtained from a multi-year process and outcome evaluation of a statewide afterschool program conducted to assess the effectiveness of remediation and extramural programming on academic achievement. Unobtrusive analytic techniques were conducted sequentially over three separate phases. The first phase involved content analysis of archival documents. The second phase involved an examination of co-occurring codes applied to the archival documents. Findings from phases 1 and 2 were used to describe relevant factors and the relationships between key factors related to the implementation of a data management technology and evaluation participation, capacity, and use. In the third phase, the reliability of common and related factors were examined using secondary survey data. Findings showed moderate positive relationships among indicators of data management system implementation and evaluation capacity building, evaluation use, and evaluation participation among stakeholders. This work illustrates that evaluator practice should more closely attend to the role that technology plays in evaluation. In addition, it allows for the expansion of commonly understood applications in evaluation (i.e. data collection) and how they incorporate technology for the purpose of making evaluation more useful and engaging for stakeholders

Innovation Policy Roadmapping for the Future Finnish Smart City Digital Twins : Towards Finland National Digital Twin Programme

Smart City Digital Twins (SCDTs) emerge as a transforming concept with the ability to redefine the future of cities in the fast-paced evolving landscape of urban development. This qualitative futures research explores thoroughly into the complex interaction of socio-technical dynamics in the Finnish setting, investigating the several ways SCDTs might revolutionise urban spaces and create resilience. By utilizing Innovation Policy Roadmapping (IPRM) method for the first time on SCDTs, it reveals the diverse capacities of SCDTs across domains such as urban planning, scenario developing, What-IF analysis, and public involvement through a rigorous examination of academic literature and multi-level analysis of expert interviews. The research emphasises the critical role of policymakers and sectoral actors in building an environment that allows Finnish SCDTs to survive in the face of technological improvements. Furthermore, it emphasises the convergence of SCDTs and Futures Studies approaches, giving a visionary path to adaptable and forward-thinking urban futures. The contributions of this study extend beyond the scope of Finnish SCDTs, giving inspiration for sustainable smart city transformations, potential foundational insights towards Finland National Digital Twin Programme and paving the way for the incorporation of futures studies methodologies and digital twins to mitigate uncertainties and create resilient urban futures. Longitudinal impact assessments, real-time citizen-centric foresight applications via SCDT, and the investigation of SCDTs' role in disaster mitigation and social well-being are among the identified future research directions, providing a comprehensive roadmap for leveraging SCDTs as transformative tools for building sustainable urban futures

A strategy to motivate continued instructor usage of learning management systems (LMSS) in higher learning institutions of Zimbabwe

The purpose of this study was to develop a strategy to motivate continued usage of Learning Management Systems in higher learning institutions of Zimbabwe. A related goal was to identify unique challenges experienced by instructors in their use of LMSs. The use of LMSs is now global and has been fairly successful in developed countries even though past research shows that instructors tend to discontinue usage over a period of time. Whereas most LMSs research is carried in the context of the developed world, the candidate demonstrates that Vantankesh's IS Success Model and Davis' Technology Acceptance Model can be successfully replicated into the developing world on condition that local environment is taken into context. The results showed that LMSs in Zimbabwe higher learning institutions hold a promise of success even though challenges exist. The findings have wider implications on the need to invest in neccessary infrustructure and future predictions on learner interests. The study demonstrates that shared success can be achieved if the local conditions are taken into context when developing a strategy to motivate instructor continued LMS usage. The study holds the practical implication that institutions can motivate instructors to continue with usage of LMSs to deliver quality output in their daily duties

Smart Partnerships: How Higher Education Institutions Can Enhance the Capacity of the UN to Govern the Global Commons

This dissertation explores how partnerships between UN agencies and higher education institutions (HEIs) can enhance governance of the global commons. Unique attributes that HEIs have to offer in this regard include collaboration on development and dissemination of knowledge, the ability to design and test new technologies and systems, and the capacity to develop analytically rigorous research and evaluation. Many HEIs also explore issues across scales, sectors, and disciplines, and can act as neutral fora to promote dialogue. And all are educating future citizens and leaders. With the aim of highlighting the mutual value of partnerships between the UN and HEIs and also identifying where there are barriers and challenges in these relationships, I conducted two sets of research and analysis. First, using a set of criteria drawn from current literature on partnerships for sustainable development, I conducted a landscape review of UN websites to identify and assess what programs exist to engage HEIs. Second, I conducted semi-structured interviews with faculty members from three regionally diverse universities, each of whom has at least seven years of experience working with the UN, to gain their insights on the value of working with UN groups. My research demonstrates that UN agencies that engage universities meaningfully in developing solutions to sustainability challenges benefit from enhanced capacity, while HEIs stand to benefit from enhanced scholarship and recognition, access to resources, and the satisfaction of seeing theory translated into practice. It also demonstrates, however, that there is a need for clearer structures and robust programming