An agile business process and practice meta-model

Business Process Management (BPM) encompasses the discovery, modelling, monitoring, analysis and improvement of business processes. Limitations of traditional BPM approaches in addressing changes in business requirements have resulted in a number of agile BPM approaches that seek to accelerate the redesign of business process models. Meta-models are a key BPM feature that reduce the ambiguity of business process models. This paper describes a meta-model supporting the agile version of the Business Process and Practice Alignment Methodology (BPPAM) for business process improvement, which captures process information from actual work practices. The ability of the meta-model to achieve business process agility is discussed and compared with other agile meta-models, based on definitions of business process flexibility and agility found in the literature. (C) 2017 The Authors. Published by Elsevier B.V

Newcastle-under-Lyme College: report from the Inspectorate (FEFC inspection report; 107/95 and 28/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises reports for the periods 1994-95 and 1998-99

Chesterfield College (FEFC inspection report; 80/95 and 93/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 (80/95), and 1999-2000 (93/00). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. Chesterfield College is a large general further education college located on two sites in Chesterfield

Lancaster and Morecambe College: report from the Inspectorate (FEFC inspection report; 74/94 and 57/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994 and 1998-99

Pattern languages in HCI: A critical review

This article presents a critical review of patterns and pattern languages in human-computer interaction (HCI). In recent years, patterns and pattern languages have received considerable attention in HCI for their potential as a means for developing and communicating information and knowledge to support good design. This review examines the background to patterns and pattern languages in HCI, and seeks to locate pattern languages in relation to other approaches to interaction design. The review explores four key issues: What is a pattern? What is a pattern language? How are patterns and pattern languages used? and How are values reflected in the pattern-based approach to design? Following on from the review, a future research agenda is proposed for patterns and pattern languages in HCI

Aylesbury College: report from the Inspectorate (FEFC inspection report; 29/95 and 47/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-98

Bury College: report from the Inspectorate (FEFC inspection report; 28/95 and 52/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-9

North Hertfordshire College: report from the Inspectorate (FEFC inspection report; 30/94)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record contains such report for the period 1993-94

NanoInfoBio: A case-study in interdisciplinary research

A significant amount of high-impact contemporary scientific research occurs where biology, computer science, engineering and chemistry converge. Although programmes have been put in place to support such work, the complex dynamics of interdisciplinarity are still poorly understood. In this paper we highlight potential barriers to effective research across disciplines, and suggest, using a case study, possible mechanisms for removing these impediments.Comment: Appears in Kettunen, J., Hyrkkanen, U. & Lehto, A. (Eds.) Applied Research and Professional Education, p.p. 289-309. Turku University of Applied Sciences (2012). http://julkaisut.turkuamk.fi/isbn9789522162519.pdf. arXiv admin note: substantial text overlap with arXiv:1012.417

Burnley College: report from the Inspectorate (FEFC inspection report; 89/95 and 48/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1999-200