Enhancing customer satisfaction through open innovation communities: A comparison of knowledge management approaches

Organizational learning integrates core specialized tacit resources and knowledge to facilitate development of strategic interdisciplinary knowledge development, integration, management and innovation. To promote open innovation within a gig economy, we address three problems: first, to identify which knowledge management view may contribute more in deriving, creating and increasing value and customer satisfaction; second, to educate users to learn, improve, and transfer the value to his/her designs via the user innovation community’s (UIC) feedback; third, from the reviews and findings, to identify implications/factors that we should pay more attention to when synergizing strategies and technology amidst co-evolving markets. Scoping our research to individual and additive/incremental Resource-based view (RBVKM), Knowledge-based view (KBV-KM), and Mixed-based view (MBV-KM) knowledge management approaches, the UIC are framed (positioned) as novice product designers-customers learning via HerAll, a Malaysian B2C niche card design e-commerce website. Hypothetically, RBV-KM may evidence more participation; KBV-KM more meaningful knowledge-sharing, moderated by the leader’s design and leadership skills; MBV-KM better design outcomes, knowledge sharing and the highest designer-customer satisfaction. Findings indicate 75.85% overall average customer satisfaction for RBV-KM, 71.40% KBV-KM and 81.35% MBV-KM. These correspond with the Diamond model and Customer Relationship Models. With perceived value in the midst of interconnected, co-evolving business models as motivator, customer satisfaction is influenced most by familiarity with the learning environment and tasks, followed by the type and quality of leadership, feedback/comments from the UIC, which influence the development of community and identity, ability, and cultural fit. Findings on the type and timing of rewards and (intelligent) guidance concur with prior literature

Reflective learning with complex problems in a visualization-based learning environment with expert support

Effective learning through problem solving is difficult to realize as problem solving often involves complex processes that are inaccessible to novices. It is important to make the complex process visible to novices and provide them with necessary support throughout the tasks. This study proposes a computer-based learning environment that allows learners to capture their problem-solving process in a visual format for effective thinking and reflection. Moreover, expert support is incorporated to improve self-reflection by allowing learners to identify the difference between their performance and that of the expert. This study adopted a pretest-posttest control group design. The experimental group used the visualization-based learning environment involving expert support, while the control group used the visualization-based learning environment without expert support. Forty-five senior year medical students completed the study with five diagnostic problem-solving tasks in four weeks. The results showed that the inclusion of expert support made the visualization-based reflective learning environment more effective in improving learners’ problem-solving performance, supporting their construction of knowledge from problem-solving tasks, and improving their confidence and satisfaction with the learning experience

Exploring the Perspectives of Infant/Toddler-PK4 Teachers on Attaining an Associate Degree in Early Childhood Education

AbstractResearchers have found young children’s academic skills and life outcomes are correlated to teachers’ postsecondary education. Despite this, 60% of infant/toddler-PK4 teachers who work in center-based settings in the District of Columbia do not have postsecondary education beyond the high school level. The purpose of this basic qualitative study was to explore the perspectives of infant/toddler-PK4 teachers from the District of Columbia working in center-based settings on the challenges of attaining an associate degree in early childhood education and the support needed throughout the process. Guided by Lewin’s three-step model of change theory, the perspectives of 12 participants with a minimum of 3 years of experience as infant/toddler PK4 teachers and were pursuing postsecondary education were examined. The research questions addressed the challenges of attaining an associate degree in early childhood education from a postsecondary accredited institution as mandated by Office of the State Superintendent of Education and the type of support they needed through the process. Data were collected from semistructured interviews and were analyzed through open and axial coding, creating categories, and theme development. The key findings related to participants’ challenges with technology, navigating the college system, language barriers, college readiness, and limited college support and guidance. These findings have implications for positive social change by providing the Office of the State Superintendent of Education, policymakers, and universities with a deeper understanding of teachers’ challenges and the support they need to attain an early childhood degree to redesign policy and EC practices and to work together to implement a culture of professionalization that is inclusive of all its stakeholders

Strategies to Recover from Satellite Communication Failures

In natural and manmade disasters, inadequate strategies to recover from satellite communication (SATCOM) failures can affect the ability of humanitarian organizations to provide timely assistance to the affected populations. This single case study explored strategies used by network administrators (NAs) to recover from SATCOM failures in humanitarian operations. The study population were NAs in Asia, the Middle East, Central Africa, East Africa, and West Africa. Data were collected from semistructured interviews with 9 NAs and an analysis of network statistics for their locations. The resource-based view was used as the conceptual framework for the study. Using inductive analysis, 3 themes emerged from coding and triangulation: redundancy of equipment, knowledge transfer, and the use of spare parts to service the SATCOM infrastructure. The findings showed that the organization\u27s use of knowledge, and collaboration among NAs and nontechnical staff improved the organization\u27s ability to recover from SATCOM failures. The implication of this study for social change was the reduced cost of satellite services due to the efficient use of the bandwidth. These savings can be channeled into the purchase of vaccines, shelter, and the improvement in the quality of water and sanitation for displaced persons in humanitarian disasters, which improve the organization\u27s delivery of humanitarian services to the affected populations in the disaster