Style Conditioned Recommendations

We propose Style Conditioned Recommendations (SCR) and introduce style injection as a method to diversify recommendations. We use Conditional Variational Autoencoder (CVAE) architecture, where both the encoder and decoder are conditioned on a user profile learned from item content data. This allows us to apply style transfer methodologies to the task of recommendations, which we refer to as injection. To enable style injection, user profiles are learned to be interpretable such that they express users' propensities for specific predefined styles. These are learned via label-propagation from a dataset of item content, with limited labeled points. To perform injection, the condition on the encoder is learned while the condition on the decoder is selected per explicit feedback. Explicit feedback can be taken either from a user's response to a style or interest quiz, or from item ratings. In the absence of explicit feedback, the condition at the encoder is applied to the decoder. We show a 12% improvement on NDCG@20 over the traditional VAE based approach and an average 22% improvement on AUC across all classes for predicting user style profiles against our best performing baseline. After injecting styles we compare the user style profile to the style of the recommendations and show that injected styles have an average +133% increase in presence. Our results show that style injection is a powerful method to diversify recommendations while maintaining personal relevance. Our main contribution is an application of a semi-supervised approach that extends item labels to interpretable user profiles.Comment: 9 pages, 10 figures, Accepted to RecSys '1

Value, Kaizen and Knowledge Management: Developing a Knowledge Management Strategy for Southampton Solent University

The process of development of the strategic plan for Southampton Solent University offered a vehicle for the development of kaizen and knowledge management (KM) activities within the institution. The essential overlap between the methods offers clear benefits in the HE environment. In consideration of the aspects of KM and kaizen, various potential opportunities were identified as targets for improvement, and clarified by knowledge audit as to value and viability. The derived outcomes are listed along with some of the principal factors and perceived barriers in the practical implementation of the outcomes. Knowledge audit applied here focused on the identification of where value arises within the business. Resource constraints and the practicalities of a people-centred system limit the permissible rate of innovation, so precise focus on the areas of business activity of most significance to the mission and client base is crucial. The fundamental question of whether such a strategy should be developed as a separate strand or embedded into existing strategies is discussed. In practice, Solent has chosen to embed, principally for reasons of maintenance of ownership and commitment. Confidence in the process has been built through prior success with trialled activities around retention, where an activity-based pedagogic framework was adopted to address issues with an access course. Other areas of early intervention include the development and reengineering of recruitment and admissions processes, and the development of activities and pedagogy based on the virtual learning environment as exemplars of the importance of cyclical feedback in continuous improvement. The inherent complexity of processes running across the university as an organisation offers opportunities for benefits from the through-process approach implicit in kaizen. The business value of the institution is in the skills of its employees and its deployed intellectual property, and thus the importance of the enhancement of both tangible assets and intangible processes is critical to future success

Enhancing preparation for higher education

Evidence from national and international studies points to the lack of preparation for Higher Education (HE) as a major factor for student non-completion of courses. This paper reports the findings of a study designed to enhance potential students’ understandings of the expectations of independent learning and assessment. It seeks to provide evidence of the ways in which students and their families can be supported in their understanding of the values and practices of a HE institution. Data are drawn from questionnaires distributed to potential pre-entry students and their parents/carers/friends. The findings illustrate that in allowing for opportunities for pre-entry students to develop a transparent understanding of the expectations of HE study, that they can be supported in the transition to HE by parents/carers/friends. It is hoped that the outcomes of this research will contribute to a more informed transition to HE